Using GeoGebra Notes to Dynamically Organise Digital Learning Resources and Enhance Students' Mathematics Skills

Autor/inn/en	Weinhandl, Robert; Hohenwarter, Markus; Lavicza, Zsolt; Houghton, Tony
Titel	Using GeoGebra Notes to Dynamically Organise Digital Learning Resources and Enhance Students' Mathematics Skills
Quelle	In: International Journal for Technology in Mathematics Education, 28 (2021) 3, S.171-181 (11 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1744-2710
Schlagwörter	Educational Technology; Technology Uses in Education; Electronic Publishing; Computer Software; Teaching Methods; Mathematics Instruction; Portfolios (Background Materials); Mathematics Skills; Foreign Countries; Grade 12; Grade 10; Grade 11; High School Students; Instructional Effectiveness; Austria (Vienna) + Suchen Sie Ihr Suchwort? Unterrichtsmedien; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen; Elektronisches Publizieren; Teaching method; Lehrmethode; Unterrichtsmethode; Mathematics lessons; Mathematikunterricht; Mathmatics achievement; Mathematics ability; Mathematische Kompetenz; Ausland; School year 12; 12. Schuljahr; Schuljahr 12; School year 11; 11. Schuljahr; Schuljahr 11; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Unterrichtserfolg
Abstract	Using ePortfolios in mathematics learning is a valuable way to visualise students' learning outcomes in student-driven learning. ePortfolios are typically a collection of finished or fixed artefacts. However, several new software applications offer the opportunity to incorporate the interactive and dynamic characters of mathematics and mathematics /earning outcomes. Utilising such new software applications could be further enhanced by using student-driven approaches to teaching such as flipped learning, which is one example of merging the Rotation and Flex models of blended learning. Our study aimed to investigate students' requirements of dynamic and interactive ePortfolio software and related approaches to teaching and learning using the principles of explorative case studies enhanced with the techniques of design-based research and grounded theory. Qualitative analysis of student data collected over seven months indicates that key requirements are (a) a customisable techno-mathematics learning environment, (b) a tool that can enable mathematics learning with different representations, and (c) a familiar and intuitive mathematics learning environment with a limited set of tools. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01